Testing of the two hypothesis on Japanese language education for chidren through qualitative and quantative research methods.

从1995年到1997年，在茨城县进行了文献研究和访谈。结果发现，因素1(日语教师在小学和初中对如何对待海外儿童的看法，以及教师对日语和儿童母语的教育信念)和因素2(儿童对日语的习得和母语的保持，因素1和因素2不包括在Cummins的相互依赖假说和小野的“小学期间一种语言”假说中)对语言习得和保持有影响。在上述结果的基础上，本研究对因素1进行了研究。并对影响教师语文教育信念的教师和学校属性进行了个案研究。此外，还进行了调查，以确定这些信念的特征。结果发现，通过回归分析、聚类分析和方差分析，教师信念总体上呈现出继续双语教育的类型，并呈现出“散居小众”、“短期停留”、“接受类型”、“享受停留类型”和“现有系统框架类型”的特征。

From 1995 through 1997, literature studies and interviews in Ibaraki Prefecture were conducted. As a result, it was revealed that the factor 1 (Japanese laguage teachers' views on how children from overseas should be treated in elementary and junior high schools in Japan, as well as those teachers' educational beleiefs on Japanese language and children's native languages), and the factor 2 (those children's acquisition of Japanese language and maintenance of their native languages, the factor 1 and 2 being not included among factor groups which cummins' interdependent hypothesis and Ono's "One language throughout elementary school period" hypothesis indicated to have effects on language acquisition and maintenance.Based on the above results, the present study focused upon the factor 1, and conducted case studies on those teachers' language educational beliefs and teacher and school attributes, which influence on teachers' beliefs. Furthermore, a surver was carried out to identify characteristics of those beliefs. As a result, it was revealed, through regression analyzes, cluster analyzes and analyzes of variance, that those teachers' beliefs showed continuing bilingual education tyape as a whole, and also showed characteristics of "type of scattered minority", "type of focus on short-term stays", "type of acceptance", "type of enjoyable stay" and "type of present system framework."